Fraction Learners: Assessing Understanding through Language Acquisition

Autor/inn/en	Bossé, Michael J.; Bayaga, Anass; Fountain, Catherine; Lynch-Davis, Kathleen; Preston, Ron; Adu-Gyamfi, Kwaku
Titel	Fraction Learners: Assessing Understanding through Language Acquisition
Quelle	In: International Electronic Journal of Elementary Education, 11 (2018) 2, S.113-124 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Mathematics Education; Grade 5; Grade 6; Grade 7; Case Studies; Mathematical Concepts; Fractions; Discourse Analysis; Academic Discourse; Guidelines; Error Patterns; Communication Problems; Learning Processes; Concept Formation; Language Acquisition; Native Language; Second Language Learning; Vignettes; Elementary School Students; Middle School Students + Suchen Sie Ihr Suchwort? Mathematische Bildung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Case study; Fallstudie; Case Study; Bruchrechnung; Diskursanalyse; Discourse; Diskurs; Richtlinien; Fehlertyp; Kommunikationsbarriere; Learning process; Lernprozess; Concept learning; Begriffsbildung; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study applies the Mathematics Acquisition Framework (MAF) (Bossé, Ringler, Bayaga, Fountain, & Young, 2018) to investigate fifth- through seventh-grade students' comprehension of fractions and decimals and examines how students build understanding of mathematical principles and concepts regarding fractions and decimals. Based on case studies and discourse analysis, the results revealed students in different stages of the MAF with some students employing informal/social language in their mathematical communication and others using formal/academic language. Additionally, mathematically erroneous student communication was more positively interpreted through the lens of the MAF, which interpreted student errors, misunderstandings, and miscommunications as natural components to learning. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01